Effect of Direct and Indirect Teacher influence on Dependent-prone Students' Learning outcomes in Secondary School Mathematics

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URI: http://hdl.handle.net/10835/878
ISSN: 1696-2095
DOI: http://dx.doi.org/10.25115/ejrep.v9i23.1438
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Author/s
Adegoke, Benson Adesina
Date
2011
Palabra/s clave
Teacher influence
Cognitive style
Dependent-proneness
Achievement in Mathematics
Influencia docente
Estilo cognitivo
Propensión a la dependencia
Rendimiento en matemáticas
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